Functional Behavior AssessmentFunctional Behavior Assessmentandand

Behavior Intervention Plan/Behavior Intervention Plan/ BIP-3 Program BIP-3 Program

Mary Beth MaloneMary Beth Malone

Functional Behavioral AssessmentFunctional Behavioral Assessment

► A information-gathering and fact finding process by A information-gathering and fact finding process by which information about a student’s behavior can which information about a student’s behavior can be collected from multiple sources. (must include be collected from multiple sources. (must include direct and indirect data collection tools) direct and indirect data collection tools)

► The process seeks to understand when, where, and The process seeks to understand when, where, and why the behavior occurs.why the behavior occurs.

► The process is appropriate for mild to severe The process is appropriate for mild to severe problems.problems.

Examples of Mild to Severe BehaviorsExamples of Mild to Severe Behaviors

► Excessive absents/tardiesExcessive absents/tardies

► Incomplete/not turning in Incomplete/not turning in assignmentsassignments

► Not following directionsNot following directions

► Excessive talking/blurting Excessive talking/blurting out in classout in class

► ProfanityProfanity

► Destruction of propertyDestruction of property

► Physical aggressionPhysical aggression

► FightingFighting

► Temper tantrumsTemper tantrums

► Non-complianceNon-compliance

► BullyingBullying

Turn and TalkTurn and Talk

►Discuss with your neighbor additional Discuss with your neighbor additional behaviors that may require an FBA/BIPbehaviors that may require an FBA/BIP

Functional Behavioral Assessment Functional Behavioral Assessment StepsSteps

► Identify and discuss the strengths of the studentIdentify and discuss the strengths of the student► List interests and positive behavior motivators List interests and positive behavior motivators

(based on student interest inventory)(based on student interest inventory)► Identify environmental, sociological and/or health Identify environmental, sociological and/or health

issuesissues► Discuss the results of data collection (minimum of Discuss the results of data collection (minimum of

10 days) as well as behavioral strategies, 10 days) as well as behavioral strategies, interventions, and motivators that have been interventions, and motivators that have been successful in the past.successful in the past.

► Discuss the observable behaviors of concern in Discuss the observable behaviors of concern in terms of frequency and duration and intensity terms of frequency and duration and intensity based on results form data collections. Include the based on results form data collections. Include the ABC.ABC.

► Develop a hypothesis about the probable function Develop a hypothesis about the probable function of behavior.of behavior.

Functional AssessmentsFunctional Assessments(Multiple Sources)(Multiple Sources)

►Direct ObservationsDirect Observations► Formal AssessmentsFormal Assessments► Informal AssessmentsInformal Assessments► Teacher, Student, and Teacher, Student, and

Parent InterviewsParent Interviews► ChecklistChecklist► Rating Scales Rating Scales ► Academic AssessmentAcademic Assessment

► School/Discipline School/Discipline RecordsRecords

► School GradesSchool Grades► IEP Information IEP Information ►Medical InformationMedical Information► Prior Interventions Prior Interventions

and Resultsand Results

Understanding the when, where, and Understanding the when, where, and why the behavior occurswhy the behavior occurs

►Teacher FactorsTeacher Factors

►Peer FactorsPeer Factors

►Setting FactorsSetting Factors

►ABC (Antecedent, Behavior, & ABC (Antecedent, Behavior, & Consequence)Consequence)

Functional Behavioral Functional Behavioral Assessment:Assessment:

Direct ObservationDirect Observation►Direct observation is often done to validate Direct observation is often done to validate

information obtained through interviews.information obtained through interviews.►The student is observed in the The student is observed in the

context/routine where the problem context/routine where the problem behavior is most likely to occur.behavior is most likely to occur.

►Direct observation focuses on identifying Direct observation focuses on identifying the specific antecedents and consequences the specific antecedents and consequences that appear to control the problem that appear to control the problem behavior.behavior.

Functional Behavioral Functional Behavioral Assessment:Assessment:

Indirect AssessmentIndirect Assessment► Indirect assessments rely on reports Indirect assessments rely on reports

about a student’s behavior rather about a student’s behavior rather than direct observation of the than direct observation of the behavior.behavior. Many interviews and rating scales existMany interviews and rating scales exist Any interview or rating scale you use Any interview or rating scale you use

should result in identifying:should result in identifying: The problem behavior(s)The problem behavior(s) Context/routines where problem behavior is most Context/routines where problem behavior is most

and least likelyand least likely Specific events (discriminative stimuli) that Specific events (discriminative stimuli) that

occasion the problem behavior(s)occasion the problem behavior(s) Specific consequences that appear reinforcing.Specific consequences that appear reinforcing.

Functional Behavioral Functional Behavioral Assessment:Assessment:

Summary Statement(s)Summary Statement(s)►Given a context/routineGiven a context/routine::

Setting Setting Antecedent Antecedent Problem Problem Maintaining Maintaining

Events Stimulus Behavior ConsequenceEvents Stimulus Behavior Consequence

--------------------------------------------------------------------------------------------------------------Hard Task Hard Task Demand Demand Whine Whine Escape task Escape task

--------------------------------------------------------------------------------------------------------------Alone Alone Peers playing Peers playing Push/Swear Push/Swear Attention Attention

--------------------------------------------------------------------------------------------------------------

The Teacher’s RoleThe Teacher’s Role

► Can initiate the process Can initiate the process (Re-evaluation to Make IEP Changes (Re-evaluation to Make IEP Changes Process)Process)

► Collection of the dataCollection of the data► Facilitate the functional behavioral assessmentFacilitate the functional behavioral assessment► Serves as an active participant in the team Serves as an active participant in the team

problem-solving process and is able to explain problem-solving process and is able to explain data in observable, measurable terms based on data in observable, measurable terms based on results.results.

►Directly involved in the development and Directly involved in the development and implementation of the Behavior Intervention implementation of the Behavior Intervention PlanPlan

Common Causes for Student Behavior Common Causes for Student Behavior Problems/Hypothesize the PurposeProblems/Hypothesize the Purpose

BIP-3 Program:BIP-3 Program:►Avoidance or EscapeAvoidance or Escape►AttentionAttention►Self-Control IssueSelf-Control Issue►Sensory or Emotional ReactionSensory or Emotional Reaction►Other(s) (Most behaviors will fit within Other(s) (Most behaviors will fit within

the purposes listed – BE CAREFUL the purposes listed – BE CAREFUL when adding additional purposeswhen adding additional purposes

Results of the Functional AssessmentResults of the Functional Assessment

► Clearly define the Clearly define the challenging challenging behavior in behavior in measurable terms measurable terms based on databased on data

►Develop initial Develop initial hypotheseshypotheses

Date:__________________

Days of Data ________________________

For this example we have 10 days of data. You might have more or less.

Total Number of Incidents: ___________________

Count the number of incidents for all the days of data collection.

Average Number of Incidents Daily: ___________

Take total incidents divided by number of days you collected data

Average length of time engaged in target behavior________.

Take total number of minutes of target behavior and divide by number of incidents. % of day engaged in behavior:______________

Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.

Date: Today’s Date

Days of Data : 10

Total Number of Incidents:32

Average Number of Incidents Daily: 3.2

Average Length of Incidents: 11.875 approximately 12 minutes

% of day engaged in behavior: 9.05%

Data DiscussionData Discussion

►Make a list of data collection tools for the Make a list of data collection tools for the following behaviors. Be sure to include following behaviors. Be sure to include both Direct and Indirect data collection both Direct and Indirect data collection tools. (Each group will discuss one tools. (Each group will discuss one behavior)behavior)

1.) Verbal Aggression (Group 1)1.) Verbal Aggression (Group 1)

2.) Absences (Group 2)2.) Absences (Group 2)

3.) Not following directions (Group 3) 3.) Not following directions (Group 3)

4.) Interruptions in class (Group 4)4.) Interruptions in class (Group 4)

Behavior Intervention PlansBehavior Intervention Plans

Identify Social/Behavioral Deficits Identify Social/Behavioral Deficits and Concernsand Concerns

► Review all dataReview all data

► Group behaviors into categoriesGroup behaviors into categories

► Based on assessment data, established the severity Based on assessment data, established the severity of each behavior of each behavior

► Prioritize the behavior in terms of concernsPrioritize the behavior in terms of concerns

Example 

Non-Example

Push others on the playground 

Poor impulse control

Screaming 

Angry, hostile, resentful

Refusing to complete work 

Stubborn

Defining Target Behaviors

Behaviors need to be clearly defined and grouped into categories. Most likely you would react the same way if a student hit you or kicked you; therefore these behaviors could be called physical aggression. For example, if a student throws tantrums: The team should list all the behaviors that have been associated with a tantrum and then use tantrum as one of the behaviors to measure with the following caveat: Johnny frequently has the following behaviors: HittingSpittingKickingKnocking everything off the tableScreamingHead banging A tantrum will be marked if two or more of the above behaviors happen within a two minute time frame.  This makes it easier to measure the behavior and everyone will understand what a tantrum consists of for this particular student.

WWW.behaviordoctor.org 

When defining and grouping behaviors consider the followingWhen defining and grouping behaviors consider the following

BIP Includes the followingBIP Includes the following

ProactiveWhat environmental adjustments will be used to make the student’s problem behavior unnecessary? Examples: modifying the curriculum, reorganizing the physical setting, clarifying routines and expectations

EducativeWhat behaviors (skills) will be taught to replace or meet the same function as the student’s problem behavior and improve his or her ability to function more effectively? Improve communication, teach replacement behaviors

EffectiveHow will consequences be managed so that the student receives reinforcers for positive behavior, not problem behavior?

 

Case StudyCase Study

►What happens if the same behavior in What happens if the same behavior in 2 of my students serves a different 2 of my students serves a different function?function?

►Be careful when selecting one Be careful when selecting one intervention to address all specific intervention to address all specific behaviors! behaviors!

Reseach-Based InterventionsReseach-Based Interventions

► Strategies for dealing with difficult behaviorStrategies for dealing with difficult behavior

► http://www.projectidealonline.org/teaching-appropriate-behavior.phphttp://www.projectidealonline.org/teaching-appropriate-behavior.php

Components of Behavior Intervention Components of Behavior Intervention PlanPlan

► Specific, measurable goalSpecific, measurable goal

► Behavior interventions Behavior interventions (teaching/reinforcing (teaching/reinforcing replacement behaviors)replacement behaviors)

► Consequences/crisis Consequences/crisis managementmanagement

► Person(s) responsiblePerson(s) responsible

► Methods of evaluation/monitor Methods of evaluation/monitor progress toward achievingprogress toward achieving

► Criterion for achieving goalCriterion for achieving goal

TimelinesTimelines

►An FBA must be completed at least An FBA must be completed at least every 3 yearsevery 3 years

►A BIP is considered part of the IEP and A BIP is considered part of the IEP and must be completed at least annuallymust be completed at least annually

Review/Changing the PlanReview/Changing the Plan

► Ineffective BIP Ineffective BIP

►New behavior(s) occur or behavior(s) New behavior(s) occur or behavior(s) change change

►Goals have been metGoals have been met

► Review/monitor plan FREQUENTLY Review/monitor plan FREQUENTLY (Behavior (Behavior goal(s) should be reported on quarterly progress report)goal(s) should be reported on quarterly progress report)

Crisis Intervention PlansCrisis Intervention Plans

►Develop a CIP when a student displays Develop a CIP when a student displays physical aggression with the potential physical aggression with the potential of causing bodily harm to self or othersof causing bodily harm to self or others

► If crisis management techniques have If crisis management techniques have been used more than one time (must been used more than one time (must also be documented in the IEP under also be documented in the IEP under supplementary aides and services and supplementary aides and services and on the profile page)on the profile page)

Components of a CIPComponents of a CIP

► Statement of the presenting problem/safety Statement of the presenting problem/safety concern (s) concern (s)

►Description of the Target Behavior to be Description of the Target Behavior to be addressedaddressed

► List of any signs including physical and List of any signs including physical and environmental indicators that precede or environmental indicators that precede or trigger the behavior of concerntrigger the behavior of concern

► A list of staff that can assist during a crisis A list of staff that can assist during a crisis ► A list of emergency numbers in case the A list of emergency numbers in case the

student continues to escalatestudent continues to escalate

ReferencesReferences

Helpful WebsitesHelpful Websites

1.) Too vague a definition of the behavior(s) of concern.

2.)Inadequate measurement/data collection regarding the behavior(s) of concern and the interventions selected.

3.) Incorrect interpretation of the functional assessment data collected.

4.) Inappropriate intervention (e.g., too weak to deal with the complexity or magnitude of the behavior problem; not aligned with the assessment data).

5.) Inconsistent or incorrect application of one or more parts of the intervention plan.

6.)Failure to adequately monitor the implementation of the intervention plan or to adjust the intervention plan over time, as needed, based on on-going monitoring and evaluation, and to adequately evaluate the impact of the intervention plan.

7.) Failure to consider environmental issues, cultural norms, or psychiatric issues/mental illness outside of the school/classroom environment that are impacting on the student’s behavior.

Common MistakesCommon Mistakes

► http://teacherpages.nhcs.net/schools/parsley/http://teacherpages.nhcs.net/schools/parsley/karlysokolowski/Pages/karlysokolowski/Pages/RIOT(Review,Interview,Observe,Test)Information.aspxRIOT(Review,Interview,Observe,Test)Information.aspx

► http://cecp.air.org/fba/problembehavior2/http://cecp.air.org/fba/problembehavior2/text2.htm#direct1text2.htm#direct1

► http://cecp.air.org/fba/problembehavior3/main3.htmhttp://cecp.air.org/fba/problembehavior3/main3.htm► http://verbalbehavior.pbworks.com/w/page/8131340/http://verbalbehavior.pbworks.com/w/page/8131340/

Datasheets%20and%20templatesDatasheets%20and%20templates► http://www.cesa11.k12.wi.us/SpEd/CSPD/http://www.cesa11.k12.wi.us/SpEd/CSPD/

FBA_recommended_websites.pdfFBA_recommended_websites.pdf► http://www.parentsunitedtogether.com/page41.htmlhttp://www.parentsunitedtogether.com/page41.html► C:\Users\Auction\Documents\BIP Review for Target C:\Users\Auction\Documents\BIP Review for Target

Behaviors.docxBehaviors.docx► http://teachers.bcps.org/teachers_elem/jlynch2/http://teachers.bcps.org/teachers_elem/jlynch2/

resources.htmlresources.html► www.behaviordoctor.orgwww.behaviordoctor.org

Completed FBA/BIPCompleted FBA/BIP

►Review of sample FBA/BIPReview of sample FBA/BIP